1 CCR 301-37-3.00 - Types of Licenses

3.1 Initial Teacher License

An initial teacher license is valid for three years from the date of issuance and may be renewed as provided in section 7.01 of these rules.

3.01(1) An initial teacher license may be issued to an applicant who:
3.01(1)(a) holds an earned bachelor's or higher degree from an accepted institution of higher education;
3.01(1)(b) has completed an approved program of preparation at an accepted institution of higher education, including the field-based experience required by section 23-1-121(2)(d), C.R.S.;
3.01(1)(c) has provided an institutional recommendation which meets the requirements outlined in 2.04(2)(b) and:
3.01(1)(c)(i) verifies satisfactory completion of the approved program;
3.01(1)(c)(ii) specifies the grade/developmental level(s) and endorsement area(s) or specialization(s) completed by the applicant;
3.01(1)(c)(iii) verifies successful completion of student teaching, internship or practicum as specified in 2.01(41) of these rules; the grade/developmental level(s) and endorsement/specialization areas of the experience; and
3.01(1)(c)(iv) certifies that the applicant has demonstrated thorough knowledge of the subject matter to be taught and has the competencies essential for educational service.
3.01(1)(d) has submitted a complete application for a license as defined in section 2.04 of these rules; and
3.01(1)(e) has demonstrated professional competencies and depth of content knowledge necessary for teaching in the endorsement area by:
3.01(1)(e)(i) passage of the approved content test(s);
3.01(1)(e)(ii) approval of a portfolio of coursework reviewed by the Department or its designee. This option is available for up to 1,000 applicants per fiscal year on a first-come, first-served basis, and CDE will publicly post on its website when the 1,000-applicant limit has been reached;
3.01(1)(e)(ii)(A) A portfolio of coursework will consist of coursework and teaching-based artifacts and evidence that demonstrate professional competencies and depth of content knowledge, including, but not limited to, live teaching videos, copies of lessons delivered by the applicant, syllabi and other curricular materials developed or used by the applicant, papers written by the applicant, demonstrated classroom experience in which a rubric review was utilized, and/or professional development assessment of content knowledge, etc.
3.01(1)(e)(ii)(B) Portfolio artifacts and evidence must be submitted with a content matter worksheet(s) for the endorsement sought and demonstrate competency in the endorsement area as defined by the endorsement area standards in 1 CCR 301-101.
3.01(1)(e)(ii)(C) Portfolio coursework artifacts and evidence of depth of content knowledge will be evaluated based on the degree to which they demonstrate competency in the endorsement area sought, as outlined below, and applicants will receive ratings of "met" or "not met" based on the alignment of the artifacts and evidence to the endorsement area standards in 1 CCR 301-101. Each applicable endorsement standard will be evaluated as follows:
3.01(1)(e)(ii)(C)(I) score 0 = No evidence provided or provided evidence does not align to the endorsement standard;
3.01(1)(e)(ii)(C)(II) score 1 = Evidence provided does not fully demonstrate attainment of the standard; and
3.01(1)(e)(ii)(C)(III) score 2 = Adequate evidence demonstrates attainment of the standard;
3.01(1)(e)(iii) submitting evidence of achieving coursework in the endorsement area sought, as defined by the department, with a minimum average grade of B-; or
3.01(1)(e)(iv) a combination of the measures outlined in 3.01(1)(e).
3.01(1)(e)(v) In addition to the options for demonstrating professional competencies and depth of content knowledge for initial teacher licensure outlined in rule 3.01(1)(e), secondary teachers may also demonstrate subject matter knowledge by:
3.01(1)(e)(v)(A) an earned bachelor's or higher degree from an accepted institution of higher education in the endorsement area; or
3.01(1)(e)(v)(B) 24 semester hours of qualifying coursework in the endorsement area sought, as defined by the department, with a minimum average grade of B- as demonstrated through transcript evaluation.
3.01(2) An initial teacher license may be issued to an applicant who has completed an alternative teacher program and who:
3.01(2)(a) holds an alternative teacher license as prescribed in section 3.12 of these rules or an interim authorization as prescribed in section 4.09 of these rules;
3.01(2)(b) has completed an alternative teacher program as defined in section 2.01(6) of these rules;
3.01(2)(c) has submitted a complete application for an initial license as defined in section 2.04 of these rules;
3.01(2)(d) has provided an institutional recommendation from the approved designated agency and which meets the requirements outlined in 2.04(2)(b), and:
3.01(2)(d)(i) verifies satisfactory completion of the alternative teacher program;
3.01(2)(d)(ii) verifies employment as an alternative teacher as provided in sections 22-60.5-201 and 22-60.5-205, C.R.S., in the endorsement area sought; and
3.01(2)(d)(iii) certifies that the applicant has demonstrated thorough knowledge of the subject matter to be taught and has demonstrated the competencies essential for educational service.
3.01(2)(e) has demonstrated subject matter knowledge necessary for teaching in the endorsement area as specified in 3.01(1)(e) of these rules.
3.2 Initial Special Services License

An initial special services license is valid for three years from the date of issuance and may be renewed as provided in section 7.01 of these rules. The standards and competencies for each special services endorsement are set forth in state board of education rule, 1 CCR 301-101.

3.02(1) An initial special services license may be issued to an applicant who:
3.02(1)(a) holds an earned bachelor's or higher degree from an accepted institution of higher education;
3.02(1)(b) has completed an approved special services preparation program at an accepted institution of higher education, or has alternatively met the requirements for preparation as identified by State Board of Education Rule;
3.02(1)(c) has supplied an institutional recommendation which meets the requirements outlined in 2.04(2)(b), and:
3.02(1)(c)(i) verifies satisfactory completion of the approved program;
3.02(1)(c)(ii) specifies the area(s) of endorsement/specialization completed by the applicant;
3.02(1)(c)(iii) verifies successful completion of student teaching, internship or practicum in a school setting or other appropriate setting in the endorsement/specialization area sought for licensure; and
3.02(1)(c)(iv) certifies that the applicant has demonstrated thorough knowledge of the special service area and has the competencies essential for educational service.
3.02(1)(d) has submitted a complete application for a license as defined in section 2.04 of these rules; and
3.02(1)(e) holds a valid license or certificate in the respective discipline, where applicable, and meets the requirements for the respective discipline as outlined in 1 CCR 301-101 Rules for the Administration of Educator License Endorsements.
3.3 Initial Principal License

An initial principal license is valid for three years from the date of issuance and may be renewed as provided in section 7.01 of these rules.

3.03(1) An initial principal license may be issued to an applicant who:
3.03(1)(a) holds an earned bachelor's or higher degree from an accepted institution of higher education;
3.03(1)(b) has completed an approved principal preparation program at an accepted institution of higher education, including the field-based experience required by section 23-1-121(2)(d), C.R.S., an individualized alternative principal program as defined in sections 22-60.5-305.5 and 22-60.5-111(14), C.R.S., an alternative principal program created by a designated agency and approved by the State Board of Education pursuant to section 22-60.5-305.5(6)(a), C.R.S., or has evidence of partial completion of an approved principal preparation program in each of two or more accepted institutions of higher education. Upon a finding by the Department of completion of the equivalent of any one program by combining work completed at different programs, the requested license may be issued, assuming all requirements set forth in these rules have been met;
3.03(1)(c) has provided an institutional recommendation from the principal preparation program, appropriate to the license sought and on the Department's program verification form, which at a minimum confirms:
3.03(1)(c)(i) the date of completion and verifies satisfactory completion of the approved program;
3.03(1)(c)(ii) specifies the area(s) of endorsement/specialization completed by the applicant;
3.03(1)(c)(iii) verifies successful completion of internship or practicum in a school setting or other appropriate setting in the endorsement/specialization area sought for licensure; and
3.03(1)(c)(iv) certifies that the applicant has demonstrated thorough knowledge of the Principal Quality Standards and has the competencies essential for educational service.
3.03(1)(d) provides documented evidence of three or more years of full-time, successful experience working with students as a licensed or certificated professional in a public or nonpublic elementary or secondary school in this state or another state or has three or more years of experience working with students as a professional in a nonpublic school;
3.03(1)(e) has submitted a complete application for an initial license as defined in section 2.04 of these rules; and
3.03(1)(f) has demonstrated professional competencies as evidenced by a passing score on the approved content test.
3.03(2) An initial principal license must be valid in any school district, BOCES, nonpublic or charter school which provides, participates in or has been granted a waiver from providing an approved induction program for principals as described in section 9.00 of these rules.
3.03(3) An initial principal license must be valid for occasional teaching, which must not constitute more than one-half of a typical teaching assignment.
3.4 Initial Administrator License

An initial administrator license is valid for three years from the date of issuance and may be renewed as provided in section 7.01 of these rules.

3.04(1) An initial administrator license may be issued to an applicant who:
3.04(1)(a) holds an earned bachelor's or higher degree from an accepted institution of higher education;
3.04(1)(b) has completed an approved program for district-level administrators at an accepted institution of higher education or has evidence of partial completion of an approved administrator preparation program in each of two or more accepted institutions of higher education. Upon a finding of completion by the Department of completion of the equivalent of any one program by combining work completed at different programs, the requested license may be issued, assuming all requirements set forth in these rules have been met;
3.04(1)(c) has supplied an institutional recommendation from the preparing administrator preparation program, appropriate to the license sought and on the Department's program verification form, which at a minimum confirms:
3.04(1)(c)(i) the date of completion and verifies satisfactory completion of the approved program;
3.04(1)(c)(ii) specifies the area(s) of endorsement/specialization completed by the applicant;
3.04(1)(c)(iii) verifies successful completion of internship, or practicum in a school setting or other appropriate setting in the endorsement/specialization area sought for licensure; and
3.04(1)(c)(iv) certifies that the applicant has demonstrated thorough knowledge of the Principal Quality Standards and has the competencies essential for educational service.
3.04(1)(d) has submitted a complete application for an initial license as defined in section 2.04 of these rules; and
3.04(1)(e) has demonstrated professional competencies as evidenced by a passing score on the approved content test for administrators.
3.04(2) An initial administrator license must be valid in any school district, BOCES, nonpublic school or charter school, which provides, participates in or has been granted a waiver from providing an approved induction program for administrators as described in section 9.00 of these rules.
3.04(3) A holder of an initial administrator license who has completed three or more years of full-time, continuous, successful experience working with students as a licensed professional in a public or nonpublic elementary or secondary school in this state or another state may function as an occasional teacher. For purposes of this section, occasional teaching is defined as no more than one-half of a typical teaching assignment.
3.04(4) The applicant for an initial administrator license with a director of gifted education endorsement must:
3.04(4)(a) hold a master's or higher degree in gifted education from an accepted institution of higher education or demonstrate knowledge and application of standards for the specialist, as determined upon evaluation by the Department;
3.04(4)(b) have a minimum of two years' full-time experience working with students with exceptional academic and talent aptitude;
3.04(4)(c) have completed an approved program for the preparation of directors of gifted education, which must include a supervised field-based experience, as confirmed on the institutional recommendation from the preparing program;
3.04(4)(d) have demonstrated professional competencies as evidenced by a passing score on the approved content test for administrators; and
3.04(4)(e) meet the professional competencies outlined in section 6.20-6.28.
3.04(5) The applicant for an initial administrator license with a director of special education endorsement must meet requirements as outlined in either pathway detailed in rule 3.04(5)(a) or 3.04(5)(b) below:
3.04(5)(a) holders of a bachelor's or higher degree in special education from an accepted institution of higher education, or a department-issued special services professional license with endorsement as a speech-language pathologist or school psychologist must:
3.04(5)(a)(i) have a minimum of two years' full-time experience working with students with special needs;
3.04(5)(a)(ii) have completed an approved program for the preparation of directors of special education, which must include a supervised field-based experience, as confirmed on the institutional recommendation from the preparing program;
3.04(5)(a)(iii) have a passing score on the approved content test for administrators; and
3.04(5)(a)(iv) meet the professional competencies outlined in section 6.11-6.19.
3.04(5)(b) holders of a department-issued professional special services license with an endorsement as a school audiologist, counselor, nurse, occupational therapist, orientation and mobility specialist, physical therapist or social worker must:
3.04(5)(b)(i) have five years' full-time experience under the professional license in their specialty;
3.04(5)(b)(ii) have three years' full-time experience as a special education administrator (such as a special education coordinator), which included supervision and evaluation of special education teachers and special service providers;
3.04(5)(b)(iii) have verified experience, supervision and execution of responsibilities for the special education administration as required by the federal Individuals With Disabilities Education Act and Colorado Exceptional Children's Education Act, including:
3.04(5)(b)(iii)(A) special education program supervision and evaluation, funding requirements, budget development, implementation costs and accountability, including maintenance of effort;
3.04(5)(b)(iii)(B) assurance and implementation of Child Find;
3.04(5)(b)(iii)(C) knowledge and understanding of the criteria for special education eligibility categories and special education referral, evaluation, eligibility determination and re-evaluation processes;
3.04(5)(b)(iii)(D) general requirements for the provision of a free and appropriate education and obligations to students with disabilities in all education settings;
3.04(5)(b)(iii)(E) development, implementation and evaluation of Individualized Education Plans, including a strong depth of knowledge in curriculum and instruction as it pertains to the delivery of specially designed instruction as defined in the Individuals With Disabilities Education Act;
3.04(5)(b)(iii)(F) student discipline procedures and confidentiality, procedural safeguards and dispute resolution processes for parents and children;
3.04(5)(b)(iii)(G) the integration of general and special education, including curriculum, instructional strategies, assessments, individualized instruction in support of academic achievement for all students; and
3.04(5)(b)(iii)(H) knowledge and supervision of the birth-21 continuum of services offered by school, district or BOCES; and
3.04(5)(b)(iv) have completed an approved program for the preparation of directors of special education, which must include a supervised field-based experience, as confirmed on the institutional recommendation from the preparing program;
3.04(5)(b)(v) have a passing score on the approved content test for administrators; and
3.04(5)(b)(vi) meet the professional competencies outlined in section 6.11-6.19.
3.5 Professional Teacher or Special Services License

A professional teacher or special services license is valid for a period of seven years from the date of issuance and may be renewed as provided in section 7.02 of these rules.

3.05(1) A professional teacher or special services provider license may be issued to an applicant who:
3.05(1)(a) holds a Colorado initial teacher license or Colorado initial special services license;
3.05(1)(b) has successfully completed an approved teacher or special services provider induction program as prescribed in section 8.00 of these rules and/or has been recommended for the professional teacher or special services license by the district or BOCES providing such induction program; and
3.05(1)(c) has submitted a complete application for a professional teacher or special services license as defined in Rule 2.04.
3.05(2) Notwithstanding the provisions in 3.05(1)(b), the Department may issue a professional teacher license if the applicant meets the requirements for an initial teacher license and previously completed an induction program while teaching under an adjunct instructor authorization, an emergency authorization, an interim authorization, a temporary educator eligibility authorization or alternative teacher license. If the applicant is employed by a school district, charter school, the institute, nonpublic school or BOCES that has obtained a waiver of the induction program requirement, the applicant must demonstrate completion of any requirements specified in the school district's, charter school's, the institute's, nonpublic school's or BOCES's plan for support, assistance and training of an initially licensed educator.
3.05(3) Notwithstanding the provisions in 3.05(1)(b), the Department may issue a professional special services license if the applicant meets the requirements for an initial special services license and previously completed an induction program while serving under an emergency authorization or a temporary educator eligibility authorization. If the applicant is employed by a school district, charter school, the institute, nonpublic school or BOCES that has obtained a waiver of the induction program requirement, the applicant must demonstrate completion of any requirements specified in the school district's, charter school's, the institute's, nonpublic school's or BOCES's plan for support, assistance and training of an initially licensed educator.
3.05(4) Notwithstanding the provisions in 3.05(1), the Department may issue a professional teacher license to an applicant who holds a certificate of apprenticeship completion from an approved teacher degree apprenticeship program.
3.05(5) An applicant for a professional teacher license who did not demonstrate professional competencies prior to obtaining an initial teacher license may demonstrate professional competencies and depth of content knowledge as provided in rule 3.01(1)(e).
3.6 Professional Principal License

A professional principal license is valid for a period of seven years from the date of issuance and may be renewed as provided in section 7.02 of these rules.

3.06(1) A professional principal license may be issued to an applicant who:
3.06(1)(a) holds:
3.06(1)(a)(i) an earned master's degree from an accepted institution of higher education and has successfully completed an approved principal preparation program at an accepted institution of higher education, an alternative principal program or an individualized alternative principal program; and
3.06(1)(a)(ii) an initial principal license;
3.06(1)(b) has successfully completed an approved principal induction program as described in section 9.00 of these rules;
3.06(1)(c) has been recommended for a professional license by the school district(s), BOCES, nonpublic school, charter school or the institute which provided the induction program.
3.06(1)(d) has submitted a complete application for a professional license as defined in Rule 2.04.
3.06(2) Notwithstanding the provisions in 3.06(1)(b), the Department may issue a professional principal license if the applicant meets the requirements for an initial principal license and completed an approved principal induction program while employed under an emergency authorization, interim authorization or principal authorization. The applicant need not complete an approved induction program as an initial principal license-holder if the applicant previously completed an induction program while employed under an emergency authorization, interim authorization, or a principal authorization or if the school district, BOCES, nonpublic school, charter school or the institute in which the applicant is employed has obtained waiver of the induction program requirement pursuant to section 22-60.5-114(2), C.R.S.
3.06(3) A professional principal license is valid for occasional teaching, which must not constitute more than one-half of a typical teaching assignment. A principal who has previously held a professional teacher license may be reissued that license upon application and completion of the renewal requirements as outlined in 7.02.
3.7 Professional Administrator License

A professional administrator license is valid for a period of seven years from the date of issuance and may be renewed as provided in section 7.02 of these rules.

3.07(1) A professional administrator license may be issued to an applicant who:
3.07(1)(a) holds:
3.07(1)(a)(i) an earned master's degree from an accepted institution of higher education and has completed an approved administrator program at an accepted institution of higher education; and
3.07(1)(a)(ii) a valid initial administrator license; and
3.07(1)(a)(ii)(A) completes an approved administrator induction program; and
3.07(1)(a)(ii)(B) has been recommended for professional licensure by the school district, charter school, the institute, nonpublic school or BOCES that provided such an induction program.
3.07(2) Notwithstanding the provisions of section 3.07(1)(a)(ii), the Department may issue a professional administrator license if an applicant meets the requirements for an initial administrator license and completed an approved administrator induction program while employed under an emergency authorization, interim authorization or a temporary educator eligibility authorization. The applicant need not complete an approved induction program as an initial license-holder if the applicant previously completed an induction program while employed under an emergency authorization, interim authorization, or a temporary educator eligibility authorization or if the school district, BOCES, nonpublic school, charter school or the institute in which the applicant is employed has obtained waiver of the induction program requirement pursuant to section 22-60.5-306(1)(b)(C), C.R.S.
3.07(3) A holder of professional administrator licenses who has completed three or more years of full-time, continuous, successful, evaluated experience working with students as a licensed or certificated professional in a public or nonpublic elementary or secondary school in this state or another state may function as an occasional teacher. For purposes of this section, occasional teaching is defined as no more than one-half of a typical teaching assignment.
3.8 Master Certificate - Teacher

A master certificate represents achievements and contributions over and above expectations in the Teacher Quality Standards outlined in section 5.0 of these rules. A master certificate is valid for the period of time for which the applicant's professional teacher license is valid and is renewable as provided in section 7.02(6) of these rules.

3.08(1) A master certificate may be issued to an applicant who holds a valid Colorado professional teacher license and who has demonstrated advanced teaching competencies or expertise through:
3.08(1)(a) the attainment of National Board for Professional Teaching Standards certification; or
3.08(1)(b) demonstrated excellence in the following standards:
3.08(1)(b)(i) Standard 1: The master teacher develops a personal leadership vision focused on the successful learning and development of each student.
3.08(1)(b)(i)(A) Element A: The master teacher develops a leadership mission that promotes whole-child success and the well-being of each student.
3.08(1)(b)(i)(B) Element B: The master teacher articulates, advocates for, and cultivates core values that promote student-centered education, high expectations, learner support, equity, inclusiveness, social justice, openness, caring, trust, and continuous improvement.
3.08(1)(b)(i)(C) Element C: The master teacher strategically develops, implements and evaluates actions to achieve one's personal leadership mission and vision.
3.08(1)(b)(i)(D) Element D: The master teacher anticipates, identifies and addresses barriers to achieving one's leadership vision and mission.
3.08(1)(b)(i)(E) Element E: The master teacher models one's leadership mission, vision and core values in all interactions with students, colleagues, parents and community members.
3.08(1)(b)(ii) Standard 2: The master teacher understands the principles of adult learning and knows how to develop a collaborative culture of collective responsibility in the school. The master teacher uses this knowledge to promote an environment of collegiality, trust and respect that focuses on continuous improvement in instruction and student learning.
3.08(1)(b)(ii)(A) Element A: The master teacher utilizes group processes to help colleagues (for the purposes of this section, including all members of the school community involved in the education of children) work collaboratively to solve problems, make decisions, manage conflict and promote meaningful change.
3.08(1)(b)(ii)(B) Element B: The master teacher models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating and identifying the needs of self and others to advance shared goals and professional learning.
3.08(1)(b)(ii)(C) Element C: The master teacher facilitates the creation of trust among colleagues, development of collective wisdom, building ownership and action that supports collective efficacy and student learning.
3.08(1)(b)(ii)(D) Element D: The master teacher uses knowledge and understanding of different backgrounds, races, ethnicities, cultures, and languages to create an inclusive culture and promote effective interactions among colleagues.
3.08(1)(b)(iii) Standard 3: The master teacher understands how research creates new knowledge, informs policies and practices and improves teaching and learning. The master teacher models and facilitates the use of systematic inquiry as a critical component of teachers' ongoing learning and development.
3.08(1)(b)(iii)(A) Element A: The master teacher assists colleagues in accessing and using research to select appropriate strategies to improve student learning.
3.08(1)(b)(iii)(B) Element B: The master teacher models and facilitates analysis of student learning data, collaborative interpretation of results and application of findings to improve teaching and learning.
3.08(1)(b)(iii)(C) Element C: The master teacher supports colleagues in collaborating with higher education institutions and other organizations engaged in researching critical education issues.
3.08(1)(b)(iii)(D) Element D: The master teacher teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning.
3.08(1)(b)(iii)(E) Element E: The master teacher collaborates with colleagues to identify promising, innovative practices and conduct action research to determine effectiveness and expansion possibilities.
3.08(1)(b)(iv) Standard 4: The master teacher understands the evolving nature of teaching and learning, established and emerging technologies, and the school community. The master teacher uses this knowledge to promote, design and facilitate job-embedded professional learning aligned with school improvement goals.
3.08(1)(b)(iv)(A) Element A: The master teacher collaborates with colleagues and school administrators to plan professional learning that is team-based, job-embedded, sustained over time, aligned with content standards and linked to school/district improvement goals.
3.08(1)(b)(iv)(B) Element B: The master teacher uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting and facilitating varied and personalized professional learning.
3.08(1)(b)(iv)(C) Element C: The master teacher identifies and uses appropriate technologies to promote collaborative and personalized professional learning.
3.08(1)(b)(iv)(D) Element D: The master teacher works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
3.08(1)(b)(iv)(E) Element E: The master teacher advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job-embedded professional learning.
3.08(1)(b)(iv)(F) Element F: The master teacher provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
3.08(1)(b)(iv)(G) Element G: The master teacher uses information about emerging education, economic, and social trends in planning and facilitating professional learning.
3.08(1)(b)(v) Standard 5: The master teacher demonstrates a deep understanding of the teaching and learning processes and uses this knowledge to advance the professional skills of colleagues by being a continuous learner and modeling reflective practice based on student results. The master teacher works collaboratively with colleagues to ensure instructional practices are aligned to a shared vision, mission and goals.
3.08(1)(b)(v)(A) Element A: The master teacher models, facilitates and enhances the process for collection, analysis, and use of classroom-and school-based data to identify opportunities to improve curriculum, instruction, assessment, school organization and school culture.
3.08(1)(b)(v)(B) Element B: The master teacher engages in reflective dialogue with colleagues based on student learning and helps make connections to research-based effective practices.
3.08(1)(b)(v)(C) Element C: The master teacher serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs.
3.08(1)(b)(v)(D) Element D: The master teacher uses knowledge of existing and emerging learning innovations to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning and connect with people and resources around the globe.
3.08(1)(b)(v)(E) Element E: The master teacher supports instructional strategies that respect issues of diversity and equity in the classroom and that promote equitable outcomes for all students.
3.08(1)(b)(vi) Standard 6: The master teacher is knowledgeable about current research on classroom- and school-based data and the design and selection of appropriate formative and summative assessment methods. The master teacher shares this knowledge and collaborates with colleagues to use assessment and other data to make informed decisions that improve learning for all students and to inform school and district improvement strategies.
3.08(1)(b)(vi)(A) Element A: The master teacher increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards.
3.08(1)(b)(vi)(B) Element B: The master teacher collaborates with colleagues in assessment design, implementation, scoring and interpreting student data to improve educational practice and student learning.
3.08(1)(b)(vi)(C) Element C: The master teacher creates a climate of trust and critical reflection to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
3.08(1)(b)(vi)(D) Element D: The master teacher works with colleagues to use assessment and data findings at multiple levels to promote changes in instructional practices or organizational structures to improve student learning.
3.08(1)(b)(vi)(E) Element E: The master teacher collaborates with colleagues to design opportunities to collect, analyze, and use qualitative data to improve teaching and learning.
3.08(1)(b)(vi)(F) Element F: The master teacher collaborates with colleagues to lead students to evaluate their own data and set relevant goals.
3.08(1)(b)(vii) Standard 7: The master teacher understands that families, cultures, and communities have a significant impact on educational processes and student learning. The master teacher works with colleagues to promote ongoing systematic collaboration with families, community members, business and community leaders and other stakeholders to improve the educational system and expand opportunities for student learning.
3.08(1)(b)(vii)(A) Element A: The master teacher uses knowledge and understanding of the different backgrounds, ethnicities, races, cultures and languages in the school community to promote effective interactions among colleagues, families and the larger community.
3.08(1)(b)(vii)(B) Element B: The master teacher models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances.
3.08(1)(b)(vii)(C) Element C: The master teacher facilitates colleagues' self-examination of their own biases and understandings of community culture and diversity and how they can develop an asset-oriented mindset along with culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students.
3.08(1)(b)(vii)(D) Element D: The master teacher develops a shared understanding among colleagues of the diverse educational needs of families and the community.
3.08(1)(b)(vii)(E) Element E: The master teacher collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.
3.08(1)(b)(viii) Standard 8: The master teacher understands how educational policy is made at the local, state, and national level, as well as the roles school leaders, boards of education, legislators and other stakeholders have in formulating those policies.
3.08(1)(b)(viii)(A) Element A: The master teacher shares information with colleagues within and/or beyond the district regarding how local, state and national trends and policies can impact classroom practices and expectations for student learning.
3.08(1)(b)(viii)(B) Element B: The master teacher works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students.
3.08(1)(b)(viii)(C) Element C: The master teacher collaborates with colleagues to select appropriate opportunities to advocate for the rights and/or needs of students, to secure additional resources within the building or district that support student learning, and to communicate effectively with targeted audiences, such as parents and community members.
3.08(1)(b)(viii)(D) Element D: The master teacher advocates for access to professional resources, including financial support and human and other material resources, that allow colleagues to spend significant time learning about effective practices and developing a professional learning community focused on school improvement goals and student success.
3.08(1)(b)(viii)(E) Element E: The master teacher represents and advocates for the profession in contexts inside and outside of the classroom.
3.9 Master Certificate - Special Services

A master certificate represents achievements and contributions over and above expectations in the Special Services Provider Quality Standards outlined in section 5.0 of these rules. A master certificate is valid for the period of time for which the applicant's professional special services license is valid and is renewable as provided in section 7.02 of these rules.

3.09(1) A master certificate may be issued to an applicant who:
3.09(1)(a) holds a valid Colorado professional special services license and is employed in a school in the area of specialization;
3.09(1)(b) has been involved in ongoing professional development and training;
3.09(1)(c) has demonstrated advanced competencies or expertise as identified by the educator evaluation system employed in the district;
3.09(1)(d) has been recognized for outstanding achievements in the field of specialization; and
3.09(1)(e) meets the following requirements for the area(s) of specialization:
3.09(1)(e)(i) School Audiologist:
3.09(1)(e)(i)(A) holds national certification in audiology;
3.09(1)(e)(i)(B) has completed at least five years of full-time, continuous, successful, evaluated experience as a school audiologist;
3.09(1)(e)(i)(C) has completed graduate-level university training in school audiology and related areas;
3.09(1)(e)(i)(D) has been involved in at least four of the following areas: local, state or national professional organizations; mentoring or supervision of peers; publication; professional presentations; funded grants; professional leadership; community activities and organizations; and
3.09(1)(e)(i)(E) has been granted an exemplary performance evaluation by a team of peers.
3.09(1)(e)(ii) School Counselor:
3.09(1)(e)(ii)(A) has held a Colorado professional special services license in school counseling for a minimum of five years;
3.09(1)(e)(ii)(B) has demonstrated professional growth through continuing education, professional leadership experiences and exceptional program development;
3.09(1)(e)(ii)(C) has demonstrated commitment to the school counseling profession through professional organization involvement, supervision and training of other school counselors, publication of professional materials and presentations at professional conferences; and
3.09(1)(e)(ii)(D) has demonstrated active community involvement, development of effective parent partnership programs and promotion of cooperation with other professional educators.
3.09(1)(e)(iii) School Occupational Therapist:
3.09(1)(e)(iii)(A) holds a master's degree in occupational therapy from an accepted institution of higher education;
3.09(1)(e)(iii)(B) holds an active occupational therapy license from the Colorado Department of Regulatory Agencies;
3.09(1)(e)(iii)(C) has demonstrated outstanding contribution or accomplishments to the profession through at least three of the following: achieved certification or accreditation in an area of specialization of occupational therapy; supervised and mentored occupational therapy students; completed graduate-level professional coursework; completed research and/or publication in the area of school occupational therapy; made presentations at professional meetings; wrote grants; held or holds office in national, state or local professional organizations or boards;
3.09(1)(e)(iii)(D) has received recognition for outstanding achievements in occupational therapy; and
3.09(1)(e)(iii)(E) is involved in community programs.
3.09(1)(e)(iv) School Orientation and Mobility Specialist:
3.09(1)(e)(iv)(A) has demonstrated outstanding professional activities in at least three of the following areas: authored professional publications; juried articles, newsletters or books; made presentations at professional meetings or conferences; mentored other professionals and supervised student practicum experiences; taught at the university or school district in service levels; served as a model for demonstrations; provided active community leadership by promoting disability education and participation; or wrote grant proposals which were funded; and
3.09(1)(e)(iv)(B) has received recognition for demonstrated leadership in the field.
3.09(1)(e)(v) School Physical Therapist:
3.09(1)(e)(v)(A) holds a master's degree in physical therapy;
3.09(1)(e)(v)(B) holds an active professional physical therapy license from the Colorado Department of Regulatory Agencies;
3.09(1)(e)(v)(C) has demonstrated outstanding contributions or accomplishments to the profession through at least three of the following: achieved certification or accreditation in an area of specialization of physical therapy; supervised and mentored physical therapy students; completed graduate-level professional coursework; completed research and/or publication in the area of school physical therapy; presented at professional meetings; wrote grants; held or holds office in national, state or local professional organizations or boards;
3.09(1)(e)(v)(D) has received recognition for outstanding achievements in physical therapy; and
3.09(1)(e)(v)(E) has been involved in community programs.
3.09(1)(e)(vi) School Nurse:
3.09(1)(e)(vi)(A) has completed additional preparation in advanced practice in nursing or specialties in school health-related fields or has earned additional certification in nursing administration, vocational education or other certifications applicable to school nursing;
3.09(1)(e)(vi)(B) has demonstrated professional leadership experiences and exceptional program development;
3.09(1)(e)(vi)(C) has mentored school nurses and supervised practicum students;
3.09(1)(e)(vi)(D) has had active participation in school nurse professional organizations; and
3.09(1)(e)(vi)(E) has participated in teaching, research and/or publishing to further the specialty of school nursing.
3.09(1)(e)(vii) School Psychologist:
3.09(1)(e)(vii)(A) has demonstrated commitment to the profession of school psychology through active involvement and leadership in local, state or national school psychology organizations;
3.09(1)(e)(vii)(B) has mentored school psychologists with an initial license and supervised school psychology interns;
3.09(1)(e)(vii)(C) has contributed to school and district program development;
3.09(1)(e)(vii)(D) has produced professional publications and presentations; and
3.09(1)(e)(vii)(E) has received recognition by peers for outstanding performance.
3.09(1)(e)(viii) School Social Worker:
3.09(1)(e)(viii)(A) has demonstrated leadership in state school social work organizations;
3.09(1)(e)(viii)(B) has actively participated in leadership roles in national social work organizations other community and human service organizations;
3.09(1)(e)(viii)(C) holds advanced credentials in the field (e.g., doctorate in social work, school social work specialist credential, diplomate in clinical social work);
3.09(1)(e)(viii)(D) has demonstrated outstanding skill in service to schools and children, such as the creation of innovative and successful programs and services to meet the needs of students and mentoring and supervising school social workers and other school professionals; and
3.09(1)(e)(viii)(E) has received recognition by peers for outstanding performance.
3.09(1)(e)(ix) Speech/Language Pathologist:
3.09(1)(e)(ix)(A) has demonstrated professional growth through professional leadership experiences and exceptional program development;
3.09(1)(e)(ix)(B) has demonstrated commitment through involvement in local, state or national professional organizations;
3.09(1)(e)(ix)(C) has accepted additional responsibilities at the school, district, state or national levels;
3.09(1)(e)(ix)(D) has published appropriate materials at the district, state or national levels;
3.09(1)(e)(ix)(E) has presented original research and materials at professional conferences;
3.09(1)(e)(ix)(F) has supervised practicum and internship students; and
3.09(1)(e)(ix)(G) has mentored and supervised other speech/language pathologists.
3.10 Master Certificate - Principal

A master certificate represents achievements and contributions over and above the expectations in the Principal Quality Standards outlined in section 6.0 of these rules. A master certificate is valid for the period of time for which the applicant's professional principal license is valid and is renewable as provided in section 7.02 of these rules.

3.10(1) A master certificate may be issued to an applicant who:
3.10(1)(a) holds a valid Colorado professional principal license;
3.10(1)(b) has displayed excellence and depth in all of the content and performance standards required for the professional principal license;
3.10(1)(c) displays depth in all content knowledge; has modeled sustained commitment to improved student performance, to ongoing systemic renewal and to strengthening the profession; and has demonstrated superior performance through accomplishments having significant impact on the school's educational community;
3.10(1)(c)(i) The master principal must possess knowledge in the following areas:
3.10(1)(c)(i)(A) systemic renewal strategies;
3.10(1)(c)(i)(B) multiple models for school and district management;
3.10(1)(c)(i)(C) dynamic political and policy movements in the state;
3.10(1)(c)(i)(D) promising practices in the professional development of educational leaders; and
3.10(1)(c)(i)(E) leading research and writing on instructional strategies, student learning, assessment methodology and supervisory techniques.
3.10(1)(c)(ii) The master principal must demonstrate the ability to:
3.10(1)(c)(ii)(A) create a community of learners who focus on student performance;
3.10(1)(c)(ii)(B) translate vision into program excellence;
3.10(1)(c)(ii)(C) provide value-added leadership to create an organization that has purpose, direction and energy;
3.10(1)(c)(ii)(D) implement programs in schools that result in sustained improvement in student performance;
3.10(1)(c)(ii)(E) integrate multiple instructional models to meet diverse learning needs of both students and adults to enhance student performance;
3.10(1)(c)(ii)(F) imagine alternatives based on knowledge of best practices and create those alternatives as a model for others;
3.10(1)(c)(ii)(G) engage a diverse school community in sustained efforts for school improvement;
3.10(1)(c)(ii)(H) influence and provide a model for larger systems (e.g., the district, BOCES or state);
3.10(1)(c)(ii)(I) contribute to the development of the profession through mentoring, teaching, writing and other modalities; and
3.10(1)(c)(ii)(J) capitalize on opportunities presented by diverse stakeholders.
3.10(1)(d) has demonstrated evidence of positive impacts on student performance at the building level; and
3.10(1)(e) has contributed to the education community through service as a mentor, teacher, writer, researcher or other service-oriented activity.
3.11 Master Certificate - Administrator

A master certificate represents achievements and contributions over and above expectations in the Administrator Quality Standards outlined in section 6.0 of these rules. A master certificate is valid for the period of time for which the applicant's professional administrator license is valid and is renewable as provided in section 7.02 of these rules.

3.11(1) A master certificate may be issued to an applicant who:
3.11(1)(a) holds a valid Colorado professional administrator license;
3.11(1)(b) has displayed excellence and depth in all of the content and performance standards required for the professional license;
3.11(1)(c) has demonstrated excellence on all performance standards and displays depth in all content knowledge; has modeled sustained commitment to improved student performance, to ongoing systemic renewal and to strengthening of profession; and has demonstrated superior performance through accomplishments having significant impact on an educational community;
3.11(1)(c)(i) The master administrator must possess knowledge in the following areas:
3.11(1)(c)(i)(A) systemic renewal strategies;
3.11(1)(c)(i)(B) multiple models for school and district management;
3.11(1)(c)(i)(C) dynamic political and policy movements in the state;
3.11(1)(c)(i)(D) promising practices in the professional development of educational leaders;
3.11(1)(c)(i)(E) leading research and writing on instructional strategies, student learning, assessment methodology and supervisory techniques; and
3.11(1)(c)(ii) The master administrator must demonstrate the ability to:
3.11(1)(c)(ii)(A) initiate and sustain significant change in the district directed toward predetermined goals, themes and needs;
3.11(1)(c)(ii)(B) create a community of learners who focus on student performance;
3.11(1)(c)(ii)(C) translate vision into program excellence;
3.11(1)(c)(ii)(D) provide value added leadership to create an organization that has shared purpose, direction and energy;
3.11(1)(c)(ii)(E) provide incentives, direction and motivation for development of programs that enhance student performance;
3.11(1)(c)(ii)(F) imagine alternatives based on knowledge of best practices and create those alternatives as a model for others;
3.11(1)(c)(ii)(G) engage a diverse community in sustained efforts for school improvement in the entire district;
3.11(1)(c)(ii)(H) influence and provide a model for the larger system (e.g., the district, BOCES or state);
3.11(1)(c)(ii)(I) contribute to the development of the profession through mentoring, teaching, writing and other modalities; and
3.11(1)(c)(ii)(J) capitalize on opportunities presented by diverse stakeholders.
3.11(1)(d) has demonstrated evidence of positive impacts on student performance throughout the district; and
3.11(1)(e) has contributed to the education community through service as a mentor, teacher, writer, researcher or other service-oriented activity.
3.12 Alternative Teacher License

An alternative teacher license is valid for either a one-, two- or three-year period, as outlined below. An alternative teacher license authorizes the holder to be employed only as an alternative teacher while participating in an alternative teacher program, pursuant to the terms of an alternative teacher contract, as provided by 22-60.5-201(1)(a), C.R.S.

3.12(1) An alternative teacher license may be issued to an applicant who meets the following criteria:
3.12(1)(a) holds a bachelor's degree from an accepted institution of higher education;
3.12(1)(b) has submitted a complete application as defined in section 2.04 of these rules;
3.12(1)(c) has demonstrated to the state board, in a manner prescribed by rule 3.01(1)(e), subject matter knowledge in the endorsement area; and
3.12(1)(d) provides a statement of assurance signed by the human resources officer or other representative of the designated agency and the applicant verifying that the applicant is enrolled in an approved alternative teacher program, employed as a teacher or participating in a clinical experience, and that the placement is in the endorsement area for which the teacher has demonstrated appropriate subject matter knowledge.
3.12(2) An alternative teacher license is valid as follows:
3.12(2)(a) The alternative teacher license for a one-year program is valid for one year from date of issuance and may be renewed for one additional year, but only upon written evidence of:
(1) unforeseen circumstances; and
(2) that the employing school district, BOCES, charter school or nonpublic school anticipates extending the alternative teacher's contract for one additional year pursuant to section 22-60.5-207(2), C.R.S.
3.12(2)(b) The alternative teacher license for a two-year program is valid for two years from date of issuance.
3.12(2)(c) A person may be employed as an alternative teacher for a total of three years for the purpose of receiving a special education generalist endorsement.
3.12(3) An alternative teacher license is valid in any school district, BOCES, nonpublic school or charter school.
3.13 Teacher of Record License and Program
3.13(1) Teacher of Record License. A teacher of record license is valid for two years from the date of issuance and may be renewed once, but only if the holder did not complete a bachelor's degree due to unforeseen circumstances or hardship.
3.13(1)(a) A teacher of record license may be issued to an applicant who:
3.13(1)(a)(i) is enrolled in an accepted institution of higher education and has no more than 36 credit hours remaining for completion of a bachelor's degree that leads to a teacher license, but has not yet completed field-based experience requirements;
3.13(1)(a)(ii) is enrolled in a one- or two-year Teacher of Record Program pursuant to section 22-60.5-208.7, C.R.S.; and
3.13(1)(a)(iii) is or will be employed by an LEP, in a position for which no other qualified licensed teacher has applied, and for which the LEP has determined that there is a critical teacher shortage as defined in Rule 2.01(17).
3.13(1)(b) The standards and competencies for an individual working under a teacher of record license are those set forth in section 5.0 of these rules.
3.13(1)(c) A teacher of record license may not be issued with an endorsement in special education.
3.13(2) Teacher of Record Program. An LEP is authorized to implement a one- or two-year teacher of record program and may employ a teacher of record only when the individual will fill a vacant position in a critical teacher shortage area and when no other qualified, licensed applicants applied for the posted vacant position.
3.13(2)(a) A teacher candidate employed in a teacher of record program established pursuant to this section shall hold a teacher of record license issued pursuant to section 22-60.5-201(1) (a.5), C.R.S., and section 3.13 of these rules.
3.13(2)(b) To assist the teacher of record in meeting the Teacher Quality Standards, established pursuant to section 22-2-109(3), C.R.S., and section 5.0 of these rules, the teacher of record program must include, at a minimum:
3.13(2)(b)(i) Course requirements and provided supports:
3.13(2)(b)(i)(A) identification of the courses and number of credit hours that a teacher candidate must complete before and while a teacher of record,
3.13(2)(b)(i)(B) identification of the time and support (e.g., financial resources, class coverage) the LEP will provide for the teacher of record to complete the coursework;
3.13(2)(b)(i)(C) identification of accepted institution of higher education supports, including a description of how supports will be delivered (e.g., mentoring, professional development, evaluation and LEP-identified supports); and
3.13(2)(b)(ii) professional development, teacher mentorship, the LEP's induction program and other supports for the teacher of record over the course of the program.
3.13(2)(c) If the teacher of record successfully completes an induction program, the teacher of record may apply completion of the induction program toward meeting the requirements for a professional teacher license.
3.13(2)(d) An LEP shall treat a teacher of record as a first-year teacher for purposes of compensation and placement on a teacher salary schedule.
3.13(2)(e) The teacher of record program must be approved by the Department prior to submission of an application for the teacher of record license. At a minimum, the approval process will include review of:
3.13(2)(e)(i) the demonstration of need;
3.13(2)(e)(ii) proposed program details as outlined in section 3.13(2) of these rules;
3.13(2)(e)(iii) the teacher candidate's education, experience and demonstration of content-area competency via an approved content test; and
3.13(2)(e)(iv) assurances from the institution of higher education, LEP and teacher of record candidate.

Notes

1 CCR 301-37-3.00
41 CR 14, July 25, 2018, effective 8/14/2018 42 CR 09, May 10, 2019, effective 5/30/2019 43 CR 13, July 10, 2020, effective 7/30/2020 44 CR 07, April 10, 2021, effective 4/30/2021 44 CR 23, December 10, 2021, effective 12/30/2021 45 CR 21, November 10, 2022, effective 11/30/2022 46 CR 11, June 10, 2023, effective 6/30/2023 47 CR 09, May 10, 2024, effective 5/30/2024

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